1. History–Social Science: Learning Experience 8 http://www.wested.org/facultyinitiative/1

2. History – Social Science California Preschool Learning Foundations, Volume 3 overview: Scope of the Foundations (pp. 1–4) Purpose of the Foundations (pp. 4–5) Understanding the Foundations (pp. 5–6) Glossary (p. 39) History–Social Science: Learning Experience 8 http://www.wested.org/facultyinitiative/2

3. History – Social Science Strands Self and Society Becoming a Preschool Member (Civics) Sense of Time (History) Sense of Place (Geography and Ecology) Marketplace (Economics) History–Social Science: Learning Experience 8 http://www.wested.org/facultyinitiative/3

4. History – Social Science Self and Society: centers on culture and diversity, relationships, and social roles and occupations. Becoming a Preschool Community Member (Civics): pertains to skills for democratic participation, responsible conduct, fairness and respect for other people, and conflict resolution. History–Social Science: Learning Experience 8 http://www.wested.org/facultyinitiative/4

5. History – Social Science Sense of Time (History): includes understanding past events, anticipating and planning future events, personal history, and historical changes in people and the world. History–Social Science: Learning Experience 8 http://www.wested.org/facultyinitiative/5

6. History – Social Science Sense of Place (Geography and Ecology): covers navigating familiar locations, caring for the natural world, and understanding the physical world through drawings and maps. Marketplace (Economics): focuses on the economic concept of exchange. History–Social Science: Learning Experience 8 http://www.wested.org/facultyinitiative/6

7. History – Social Science Self and Society 1.0Culture and Diversity 2.0Relationships 3.0Social Roles and Occupations History–Social Science: Learning Experience 8 http://www.wested.org/facultyinitiative/7

8. History – Social Science Becoming a Preschool Community Member (Civics) 1.0Skills for Democratic Participation 2.0Responsible Conduct 3.0Fairness and Respect for Other People 4.0Conflict Resolution History–Social Science: Learning Experience 8 http://www.wested.org/facultyinitiative/8

9. History – Social Science Sense of Time (History) 1.0Understanding Past Events 2.0Anticipating and Planning Future Events 3.0Personal History 4.0Historical Changes in People and the World History–Social Science: Learning Experience 8 http://www.wested.org/facultyinitiative/9

10. History – Social Science Sense of Place (Geography and Ecology) 1.0Navigating Familiar Locations 2.0Caring for the Natural World 3.0Understanding the Physical World Through Drawings and Maps Marketplace (Economics) 1.0Exchange History–Social Science: Learning Experience 8 http://www.wested.org/facultyinitiative/10

11. History – Social Science Read pages 5–6 Consider the cultural, ethnic, and racial implications related to children’s development and the history–social science foundations History–Social Science: Learning Experience 8 http://www.wested.org/facultyinitiative/11

12. History – Social Science What statement or response from the panelists really caught your attention? What was new or surprising? What reaffirmed or caused you to think differently about the impact of different circumstances on children’s acquisition of the skills and knowledge described in the history–social science domain foundations? History–Social Science: Learning Experience 8 http://www.wested.org/facultyinitiative/12

13. History – Social Science What responses to the prepared questions help you better understand how children’s background and experiences relate to the foundations in the history– social science domain? How might you apply the information from the panelists in supporting children’s development in the history–social science domain foundations? History–Social Science: Learning Experience 8 http://www.wested.org/facultyinitiative/13

14. History – Social Science What information stands out for you? What new perspective or understanding do you have about the relationship between children’s family and cultural experiences and the history–social science domain foundations? History–Social Science: Learning Experience 8 http://www.wested.org/facultyinitiative/14

15. History – Social Science Which aspects of children’s family and cultural backgrounds do you think are the most significant for children developing the skills and knowledge described in the history–social science foundations? Because of what you learned, what will you do differently when working with children and talking with families about these foundations? History–Social Science: Learning Experience 8 http://www.wested.org/facultyinitiative/15

16. History – Social Science How would you answer the question you selected based on your reading? What research findings address the question? How does this material support or differ from the panelists’ responses to the question? History–Social Science: Learning Experience 8 http://www.wested.org/facultyinitiative/16

17. History – Social Science How has this review of research increased your understanding of the relationship between family, culture, and the history–social science foundations? What additional questions do you still have? History–Social Science: Learning Experience 8 http://www.wested.org/facultyinitiative/17